How to curb bad behavior from your Guidance Department
Art can be a therapeutic experience for many students. Some who struggle in other classes may thrive in yours. However, not all schools value that nor see how art can be as beneficial as any "academic" class. Some teachers report the experience of the Guidance staff off-loading or "dumping" students who are failing other classes into art classes so they can be somewhere where they will not be disruptive. This can happen when schools fail to meet the needs of these students or have populations of students with un-diagnosed issues without support. This can mean that an art class can have a polarized mix of students who chose art because they have an inherent interest, mixed with students who may be defiant and do not want to be in you class, let alone school.
As a contracted employee, you will have little say in such decisions, but you can be more proactive in your position. It is important to develop relationships with your guidance department. Invite them in to observe your class. Share with them the exciting explorations you are doing. Send little invites to them to see your art displays; they are often in tiny offices all day and may appreciate the break. Frame or mat some student artwork to decorate their office so they see the work your students create. It is important to develop a kind of empathy between you and guidance, so they understand what you have to offer. This may help the situation.
When troubled students do come your way, you may be able to reach them in a way no one else has. You are in a unique position. Remember though that unless you are a certified therapist, you may be a bit limited in how deeply you work with that student. Art does offer a place for troubled students to express themselves through art. Some may refuse to participate; some may be disruptive. Information about dealing with behaviors is in the Classroom Management tab of my blog. In these situations, communicate and document issues of non-participation, compliance, etc. with guidance and perhaps your supervisor. Keep these communications factual as documentation. If something "bad" should happen, then your email communications will become evidence that you did what you could and that you alerted the right people.
The reality is that math and science classes do not need to justify their importance, but art often does. If you are in a situation where your work and teaching is valued, cherish that. In many cases the art teacher will need to proactively make efforts to help the staff, students, and administration understand it.
If you need researched resources to advocate for your art program visit this LINK. If you are interested in more topics like this, as a form of online professional development, click HERE.
As a contracted employee, you will have little say in such decisions, but you can be more proactive in your position. It is important to develop relationships with your guidance department. Invite them in to observe your class. Share with them the exciting explorations you are doing. Send little invites to them to see your art displays; they are often in tiny offices all day and may appreciate the break. Frame or mat some student artwork to decorate their office so they see the work your students create. It is important to develop a kind of empathy between you and guidance, so they understand what you have to offer. This may help the situation.
When troubled students do come your way, you may be able to reach them in a way no one else has. You are in a unique position. Remember though that unless you are a certified therapist, you may be a bit limited in how deeply you work with that student. Art does offer a place for troubled students to express themselves through art. Some may refuse to participate; some may be disruptive. Information about dealing with behaviors is in the Classroom Management tab of my blog. In these situations, communicate and document issues of non-participation, compliance, etc. with guidance and perhaps your supervisor. Keep these communications factual as documentation. If something "bad" should happen, then your email communications will become evidence that you did what you could and that you alerted the right people.
The reality is that math and science classes do not need to justify their importance, but art often does. If you are in a situation where your work and teaching is valued, cherish that. In many cases the art teacher will need to proactively make efforts to help the staff, students, and administration understand it.
If you need researched resources to advocate for your art program visit this LINK. If you are interested in more topics like this, as a form of online professional development, click HERE.
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